Dyslexia

Structured Literacy, common myths, and what good para support sounds like

Why this brief

Dyslexia is the most common Specific Learning Disability — affecting an estimated 5–17% of the population, depending on definition. It is also one of the most misunderstood. Decades of research have established that dyslexia is a specific, neurobiological reading disability rooted in phonological processing; that it requires a particular kind of explicit, systematic, multisensory instruction known as Structured Literacy; and that students with dyslexia who receive that instruction usually become competent readers. The persistence of myths — that dyslexia is letter reversal, that it's a vision problem, that it can't be diagnosed before age 9, that students will outgrow it — slows the field's response.

This brief covers what dyslexia actually is, what Structured Literacy involves, the para's role in supporting reading interventions, common accommodations, the difference between accommodation and instruction, and what to do when a student appears to need more support than they're getting. It complements brief 07.03 (SLD broadly) and brief 04.12 (Supporting Reading Instruction).

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| Federal vs. clinical identificationDyslexia is a clinical category recognized by the International Dyslexia Association and most state SLD frameworks. In federal IDEA, students with dyslexia typically qualify for special education under the broader Specific Learning Disability category. Some states have specific dyslexia laws that overlay IDEA. Practically, the distinction matters less for the para than knowing the student needs Structured Literacy. |

1\. What dyslexia is

The International Dyslexia Association defines dyslexia as:

"A specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction."

1.1 What this means in practice

Phonological processing — the brain's ability to manipulate the sound structure of language — is the core deficit. Students with dyslexia have trouble breaking words into sounds, blending sounds, and mapping sounds to letters reliably.

This is unexpected. Students with dyslexia have intact intelligence; the reading struggle is not the result of cognitive deficit, low effort, or poor instruction.

It affects accurate word recognition, fluency (reading rate and prosody), spelling, and decoding.

Reading comprehension may be relatively preserved — when text is read aloud — because comprehension is not the dyslexia problem.

Writing is often affected too, because spelling and writing depend on phonological skills.

1.2 What dyslexia is NOT

Not letter reversal. Some young students with dyslexia reverse letters; many young students without dyslexia also reverse letters. Reversals are not diagnostic.

Not a vision problem. Eye exams are appropriate to rule out vision issues, but treating dyslexia as visual (with colored overlays, vision therapy, etc.) is not evidence-based for reading improvement.

Not laziness, low motivation, or inattention. The struggle is structural.

Not the same as ADHD, though they co-occur frequently (\~30–40%).

Not the same as language impairment, though these overlap.

Not outgrown. Without intervention, dyslexia persists into adulthood.

Not cured by reading more without explicit phonics instruction. Students with dyslexia don't "pick up" phonological skills the way typical readers do.

2\. Common myths to retire

| Myth | What the evidence actually says |

| :-: | :-: |

| Dyslexia is letter reversal — they read 'b' as 'd' and 'was' as 'saw'. | Some young students with dyslexia reverse letters; many do not. Many young students without dyslexia also reverse letters. Reversals are not the defining feature of dyslexia. |

| Dyslexia is a vision problem. | Dyslexia is a phonological-processing disorder, not a visual one. Vision problems should be ruled out (regular eye exam) but treating dyslexia as visual is not effective. |

| Dyslexia can't be identified until 3rd grade. | Phonological awareness and rapid naming deficits are detectable in kindergarten and 1st grade. Earlier identification and intervention produce better outcomes. Waiting wastes the most-responsive years. |

| Reading more will fix it. | Without explicit phonics instruction, students with dyslexia don't develop the phonological skills they need. Reading volume helps after the foundational skills are in place. |

| Smart kids don't have dyslexia. | Dyslexia is unrelated to intelligence. Many people with dyslexia are highly intelligent; the reading struggle is unexpected given their other abilities. (This is part of the IDA definition.) |

| Colored overlays cure dyslexia. | Some students report subjective benefit, but reviews don't support overlays as an intervention for dyslexia. Treating dyslexia with overlays delays effective intervention. |

| They'll grow out of it. | Dyslexia persists into adulthood. The reading skills can be developed with intervention; the underlying processing differences typically remain. |

| If they read fine in 3rd grade, they don't have dyslexia. | Some students compensate well early; the struggle becomes apparent in 4th–5th grade as text complexity increases (the so-called '4th-grade slump'). Late identification is common. |

3\. Structured Literacy

Structured Literacy is the IDA's umbrella term for evidence-based reading instruction that explicitly teaches the structure of language. It includes Orton-Gillingham approaches and similar curricula. Six core elements:

3.1 Phonology

Explicit instruction in the sound structure of language — phoneme awareness, segmenting, blending, manipulation. Foundation for decoding. Programs like Heggerty Phonemic Awareness focus heavily here.

3.2 Sound-symbol association

Mapping of phonemes to graphemes (letters and letter combinations). Systematic and explicit. Each phoneme-grapheme correspondence is taught directly, not assumed to be picked up.

3.3 Syllables

Six syllable types in English (closed, open, vowel-consonant-e, vowel team, r-controlled, consonant-le). Knowing syllable types helps with decoding multisyllabic words.

3.4 Morphology

Meaningful word parts — prefixes, suffixes, roots. Morphological knowledge supports decoding and comprehension of academic vocabulary.

3.5 Syntax

Sentence structure. Understanding how sentences work supports comprehension.

3.6 Semantics

Vocabulary and meaning. Vocabulary instruction is part of literacy, not separate from it.

3.7 Principles of instruction

Structured Literacy is delivered:

Explicit — directly taught, not discovered.

Systematic — sequenced from simplest to most complex.

Cumulative — new content builds on what's been mastered.

Diagnostic — instruction adjusted based on student response.

Multisensory — engaging multiple sensory channels (visual, auditory, kinesthetic, tactile) often, though the evidence base for the multisensory specifically is more mixed than the explicit/systematic part.

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| Structured Literacy ≠ "a particular program"Wilson Reading System, Orton-Gillingham, Lindamood-Bell LiPS, SPIRE, Sounds Sensible, Take Flight, and many others are Structured Literacy approaches. The principles — explicit, systematic, cumulative, diagnostic — matter more than the brand name. Many districts implement one specific program; some blend. |

4\. The para's role in dyslexia intervention

Many paras run Structured Literacy intervention programs for students with dyslexia. The role typically involves:

4.1 Implementing the program with fidelity

Following the program's script and pacing exactly.

Using the program's specific routines and materials.

Maintaining the program's sequence — don't skip ahead, don't reorder, don't substitute.

Documenting fidelity check completion.

4.2 Taking data

Per the program's specifications.

Mastery checks, fluency probes, accuracy data.

Progress monitoring tied to IEP goals where applicable.

4.3 Calibrating across staff

Multiple paras running the same program for different students should run it the same way.

Training and coaching from the certified educator who oversees the program.

Periodic fidelity observation.

4.4 Surfacing concerns

When the program isn't working — student isn't progressing despite fidelity, or program is producing distress — surface to the supervising teacher.

When materials are inadequate or the schedule doesn't allow the dosage the program calls for.

When the student needs more intensive intervention than what's being delivered.

4.5 What the para does NOT do

Design the intervention. Programs are designed by certified educators with specific training.

Modify the program to fit personal preference.

Substitute one program for another.

Do reading interventions that don't have certified-educator oversight.

Make eligibility or placement decisions.

5\. Common Structured Literacy programs

If you're running a reading intervention as a para, you're likely running one of these. Brief notes on each:

| Program | Notes |

| :-: | :-: |

| Wilson Reading System | Comprehensive, multi-level. Highly scripted. Wilson certification (multi-day training) often required for full implementation; some schools use Wilson's lighter Fundations program at K-3 with paraprofessional implementation. |

| Orton-Gillingham (OG) | Approach more than a single program; many trainings (IMSE, Academy of Orton-Gillingham, others). Varies in scriptedness. |

| Heggerty Phonemic Awareness | Phonemic awareness specifically — drill-and-practice routines, very scripted, often used K-2 universal. |

| SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) | Systematic phonics curriculum from Collaborative Classroom; small-group implementation. |

| Reading Mastery / Direct Instruction | Highly scripted Direct Instruction approach. Strong evidence base. Common in Tier 3 settings. |

| Take Flight | OG-aligned program from the Texas Scottish Rite Hospital. |

| LiPS (Lindamood-Bell) | Phonemic awareness emphasis through articulatory feedback. Specialized training required. |

| Barton Reading & Spelling | OG-aligned; designed for use by paraeducators and tutors with adequate training. |

| SPIRE | Sequential, multi-level program. OG principles. |

| Just Words / Fundations | Wilson's K-3 / 4-12 universal/Tier 2 programs. |

Each program has its own fidelity requirements, training, and pacing. The supervising teacher and the program's training specialist are the right sources for program-specific questions.

6\. Accommodations vs. instruction

Critical distinction in dyslexia work: accommodations and instruction are different and serve different purposes.

6.1 Instruction

Teaches the student to read. Structured Literacy is instruction. Without it, the student doesn't develop reading skills. Instruction is the active intervention.

6.2 Accommodations

Provide access to content while reading skills develop. Common accommodations:

Audiobooks for grade-level content (Bookshare, Learning Ally).

Text-to-speech software.

Extended time on reading-heavy assignments and tests.

Reduced reading load (volume, not standard).

Read-aloud accommodations on assessments where the construct allows.

Note-takers, voice recording of lectures.

Spell-check tools, speech-to-text.

6.3 The trap

Students sometimes get accommodations without instruction. They access grade-level content via audio while their reading skills don't develop. Over years, the gap widens. Both are needed: explicit Structured Literacy instruction to build reading skills, AND accommodations to provide content access during the building.

6.4 As students get older

Adolescents and adults with dyslexia often rely heavily on accommodations because their reading speed remains slower than peers' even with strong skills. This is appropriate; accommodations are not training wheels to be removed.

7\. What good para support sounds like

7.1 During Structured Literacy intervention

Fidelity to the program. Specific routines. Tight feedback. Programs are designed; the para's job is to deliver them well.

7.2 In the gen-ed classroom

Pre-teach the day's vocabulary.

Provide audio access to grade-level texts.

Support written work — graphic organizers, scribing per accommodation, speech-to-text setup.

Help with note-taking strategies.

Don't read for the student or do the work; provide access.

Watch for signs of distress, avoidance, or shame around reading and surface to the supervising teacher.

7.3 In testing

Implement testing accommodations precisely as the IEP specifies. Cross-ref brief 02.07.

Don't help beyond the accommodation. "Read aloud" doesn't mean "explain."

State testing rules are particular about what's allowed.

7.4 In relationship

Notice that many students with dyslexia carry years of school-related shame. Be reliably warm.

Celebrate effort and growth specifically. "You decoded that word with the strategy we practiced — nice work."

Don't draw attention to reading struggles in front of peers.

Recognize the student's strengths outside reading. Many students with dyslexia have areas of significant ability that get overshadowed by the reading struggle.

8\. Common co-occurring conditions

ADHD — about 30–40% co-occurrence.

Specific Language Impairment / Developmental Language Disorder.

Dyscalculia (math LD).

Dysgraphia (writing/spelling LD).

Anxiety, particularly school-related anxiety.

Depression, particularly in students whose dyslexia was identified late.

Avoidance and school refusal patterns.

The combinations matter. A student with dyslexia + ADHD needs the EF supports for ADHD AND the Structured Literacy. A student with dyslexia + anxiety may need the anxiety addressed alongside reading work.

9\. Family considerations

Families of students with dyslexia have often had difficult journeys to identification:

Many families noticed something was off and were told to "wait and see" through years of struggle.

Many were told their child was "lazy" or "not trying."

Many discovered dyslexia in their family of origin only when their child was diagnosed.

Many have sought outside testing because school evaluation hasn't been thorough.

Many have paid out-of-pocket for tutoring, advocacy, or assessments.

Approach with humility. The family often knows more about the specific landscape of dyslexia than the average teacher; many have read deeply on the topic. Listen first.

10\. Equity considerations

Late identification is more common in students of color, ELL students, and students from low-income families. The reading-skill gap that develops while waiting is a civil rights issue.

ELL students whose reading struggles trace to dyslexia are sometimes assumed to have language acquisition issues only; cross-ref 08.13.

Quality of Structured Literacy instruction varies enormously by school, district, and zip code. Higher-resource schools often deliver better intervention.

Students with dyslexia who are also Black or Latinx face compounded effects from structural disparities in special education identification, intervention quality, and disciplinary practice.

Adult literacy populations are disproportionately people whose dyslexia was never identified or appropriately addressed in school.

11\. Common pitfalls

Accepting myths (reversals, vision problem, will-grow-out-of-it).

Providing accommodations without Structured Literacy instruction.

Running a reading intervention without fidelity training.

Skipping data collection.

Making the student read aloud in front of peers.

Treating fluency-rate practice as the same thing as comprehension instruction.

Assuming "some phonics" is enough.

Not advocating when the dose or intensity isn't sufficient.

Not honoring the family's knowledge.

Letting the student's identity become "the kid who can't read."

Forgetting that intelligence is intact.

12\. Resources

Major organizations

International Dyslexia Association (IDA) — dyslexiaida.org — Definitive professional organization. Definition, fact sheets, professional development.

National Center on Improving Literacy — improvingliteracy.org — Federally funded literacy research clearinghouse.

Reading Rockets — readingrockets.org — Free literacy resources, dyslexia section robust.

Decoding Dyslexia — decodingdyslexia.net — Family-led grassroots advocacy.

Books and texts

Overcoming Dyslexia (Shaywitz) — various — Foundational popular text on dyslexia.

The Knowledge Gap (Wexler) — various

The Reading Brain (Dehaene) — various

Specific programs

Wilson Language Training — wilsonlanguage.com

Heggerty Phonemic Awareness — heggerty.org

Lindamood-Bell — lindamoodbell.com

Academy of Orton-Gillingham Practitioners and Educators — ortonacademy.org

Accommodation tools

Bookshare — bookshare.org — Free for qualified students; massive library of accessible texts.

Learning Ally — learningally.org

Cross-references

Brief 04.12 — Supporting Reading Instruction — this library

Brief 04.15 — Supporting Reading Interventions — this library

Brief 02.07 — Accommodations vs. Modifications — this library

Brief 04.11 — Test Accommodations Implementation — this library

Brief 07.03 — Specific Learning Disabilities — this library

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